2020年新人教版高中英语必修二导学案全套2

2020年新人教版高中英语必修二导学案全套

Unit 1 Cultural Heritage

Period 1 Listening and Speaking ＆Listening and Talking导学案

【学习目标】

1. To understand the content of listening texts in terms of the whole and key details;

2. To guess the meaning of words in listening; discuss with their peers how to participate in cultural heritage protection activities.

3. To use functional sentences of the dialogue such as “I beg your pardon, but…” “Forgive me for asking, but…” and so on to start the conversation more politely and appropriately.

【学习重难点】

1. To guess the meaning of words in listening; discuss with their peers how to participate in cultural heritage protection activities.

2. To use the functional items of “starting a conversation”, which is used to smoothly start a conversation or start a new topic.

【学习过程】

Step 1: Lead in

What does the word “heritage” mean? Share your ideas about your understanding and you can use examples to illustrate your meaning.

_____________________________________________________________________ ___________________________________________________________________ Step 2: Prediction

Predict what the listening text is about by looking at the pictures.

______________________________________________________________ Step 3: Summary of the main idea

Then play the radio which is about an interview about an international youth

cultural heritage protection project. And after finishing listening for the first time, you need to solve the following tasks.

1. Listen to the conversation and sum up the main idea

Youths from seven countries are working together to protect cultural relics on _______

2. Listen again and help the reporter to complete the interview notes.

International youth project, _________ high school students from 7 countries

Mount Tai, one of the most __________________________ mountains in China It has been _________________________for more than 3,000 years.

22 temples, around 1,800______________________ with writing on them

Dai Temple on______________________; over 6,000

______________________

Step 4: Guessing the meaning of the unknown words

Listen to the conversation again and use the context to guess the meaning of the words below. And tell the reasons why you guess so.

Preserve

_________________________________________________________________ _____________________________________________________________________ ________________________

Promote

_________________________________________________________________ _____________________________________________________________________ ________________________

Step 5: Speaking Project

Work in pairs or groups and role play a conversation.

Suppose you are a reporter and interviewing the students who devote their time to protecting the heritage.

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ________________________________________________________________ Part 2: Listening and Talking

Step 1: Listen to the tape, which is about a dialogue between two tourists and a tour guide when they visit the Kremlin, Red Square and surrounding buildings for the first time, and then complete the following tasks.

1. Listen to the conversation and answer.

(1).Where are the speakers?

_______________________________________________________________

(2).What are they doing?

___________________________________________________________

2. What do you know about the Kremlin and Red Square? Listen again and complete the fact sheet.

World Cultural Heritage Site Fact Sheet

THE KREMLIN AND RED SQUARE, MOSCOW

●Built between the______ and ___________centuries

●The palace where______________ lives

●The Saint Basil’s Cathedral looks like__________________

●The___________________ part of Moscow

●Place for parades, concerts, and even_________________

Step 2: Speaking Project

Activity 3 on page 7.

Work in groups. Choose a cultural site that you like and role-play a conversation between some tourists and their tour guide. Take turns to play the different roles.

_____________________________________________________________________

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _______________________________________________________________

Unit 1 Cultural Heritage

Period 2 Reading and Thinking:

From Problems to Solutions导学案

【学习目标】

1. To understand how a problem was solved.

2. To understand the value of protecting cultural heritage by teamwork and global community.

【学习重难点】

1. To understand the main information and text structure of the reading text.

2. To use the reading strategy “make a timeline” according to the appropriate text genre,

3. To clearly summarize the methods and processes of problem solving, and appreciate the necessity and significance of cultural relics protection,

【学习过程】

1. Prediction

Step 1 Predicting the main idea of the passage

Look at the title and the pictures, and then predict what the passage will be about.

Q: What will be talked about?

_________________________________________________________________

____________

Step2: Fast reading tasks

Task of the first fast reading:

Read quickly and figure out the key words of each paragraph.

Task of the second fast reading:

1. Why did the Egyptian government want to build a new dam in the 1950s?

_______________________________________________________________

2. Why did the building of the dam lead to protests?

_______________________________________________________________

3. How did the government save the cultural relics?

_______________________________________________________________

4. Which one can describe the project? ( )

A. Successful.

B. Negative.

C. Useless.

D. Doubtful.

5. What can be learned from the Aswan Dam project?

_______________________________________________________________ Ste p3: Careful reading tasks

Read more carefully and answer the following questions.

1. What do “problems” refer to and what do “solutions” refer to?

___________________________________________________________

2. Find out the numbers in paragraph four and explain why the author used exact numbers instead of expressions like many.

_____________________________________________________

3. What can you infe r from “Over the next 20 years, thousands of engineers and workers rescued 22 temples and countless cultural relics”?

_________________________________________________________

4. What can you infer from “Fifty countries donated nearly 80 million to the pr oject”?

The project cost a lot of money.

______________________________________________________

5. Before the building of the dam, what problems did the Nile River bring to the

Egyptian?

________________________________________________________________

6. What words can you think of to describe the working process of the project?

________________________________________________________________ Step 4: Consolidation

Divide the passage into three parts and then fill in the blanks.

Part 1 ( )

The introduction of the topic

Keeping the right balance between progress and the (1) _________ of cultural sites is a big challenge.

Part 2 ( )

The process of (1) ______ cultural relics

?Big challenges can sometimes lead to great (2) ________.

?The Egyptian government wanted to build a new dam, which would (3)_______ many cultural relics.

?The government (4) ________the UN for help.

?Experts made a (5)________ for how to save cultural relics after a lot of efforts and the work began.

?Cultural relics were (6) __________and moved to a safe place.

?Countless cultural relics were rescued.

?The project was a (7)_______.

Part 3 ( )

The summary of the text

The global community can sometimes (8)_______ a solution to a difficult problem for a single (9)______.

Ste p 5: Critical thinking:

1. How to deal with the construction and the protection of cultural relics?

_____________________________________________________________

2. As students, what should we do to protect our cultural relics?

__________________________________________________________

Step 6: summary

The outline of the passage

Step 7 Homework:

Review what we have learned and find out the key language points in the text.

Unit 1 Cultural Heritage

Period 3 Discovering Useful Structure

Restrictive relative clauses (3)导学案

【学习目标】

1. To review the basic usages of relative pronouns and adverbs of attributive clauses.

2. To learn to use some special cases concerning restrictive relative clauses flexibly.

【学习重难点】

1. To appreciate the function of relative pronouns and adverbs of attributive clauses in a sentence.

2. To write essays using the proper relative pronouns and adverbs of attributive clauses.

【课前诊断】

本节语法思考：定语从句在复合句中的作用是什么？关系词有哪些？

【学习过程】

Step 1：巩固复习限定性定语从句基本用法。

定语从句关系代词用法：

定语从句中关系代词的选用主要由______________决定。当先行词是表示人的名词或代词时，关系代词一般用___________，____________，___________；当先行词是表示事物的名词或代词时，关系代词一般用__________________；当先行词既有表示事物的名词或代词，又有表示人的名词或代词时，关系代词一般用________________________。whose用作关系代词时，它表示“_____________”，whose引导定语从句时，其先行词可以是指人的名词，其实也可以是指_________________的名词。

关系副词的用法：

如果先行词是指代“时间的名词”，还原到定语从句中作_________，则用关系副词when；如果先行词是指代“地点的名词”，还原到定语从句中作___________，则用关系副词where；如果先行词是指代“原因的名词（reason）”，还原到定语从句中作______________，则用关系副词why。

Step 2: 限制性定语从句几种特殊情况。

一、定语从句中介词+关系代词用法

当关系代词在定语从句中作介词的宾语时，我们通常用“介词+关系代词”引导定语从句。关系代词只能用___________或______________。先行词指物时，用_______________，先行词指人时，用____________。

在这个结构中，介词的确定的原则是：

1.依据定语从句中动词或形容词等所需要的某种习惯搭配来确定。

He is the man on __________ you can rely.

他是你可以信赖的人。

Jack introduced to me his friend with ________________ I was not very familiar.

杰克向我介绍了我不很熟悉的那个朋友。

2.依据与先行词搭配的具体意义而定。

I’ll never forget the day on _________________ we worked together in the countryside.

我不会忘记我们一起在乡下工作的日子。

3.根据所表达的意思来确定。

The clever boy made a hole in the wall, through ________________ we could see what was happening inside the house.

这个聪明的孩子在墙上挖了一个洞，透过它我们可以看到屋里发生的事情。

4.表示“所有”关系或“整体中的一部分”时，通常用介词of。

Julie was good at German, French and Russian, all of ______________ she spoke fluently.

朱丽亚擅长德语、法语和俄语，这三样她都说得流利。

5.在定语从句中有一些含介词的动词短语不可拆开使用，如look after, look for等。

The babies whom the nurses are looking after are very healthy. (正确)

The babies after whom the nurses are looking are very healthy. (错误)

二、介词+关系代词常见句型：

1.“代词+ of + which/whom”引导非限制性定语从句

这个结构中，代词常常为all, each, one, many, much, most, some, none, both等，“代词+ of + which/whom”通常在定语从句中用作主语，说明整体中的一部分。有时候也可把“of + which/whom”置于代词前。

It is reported that two schools, both of _____________ are being built in my hometown, will open next year.

据报道，在我的家乡两所学校都正在建设中，将于明年投入使用。

2.“数词+of + which/whom”引导定语从句

这种结构常用来引导非限制性定语从句，有时候也可以把“of + which/whom”置于数词前。

3.“the+名词+ of which/whom”引导非限制性定语从句

这个结构中，of which/whom充当定语，修饰前面的名词，整个结构相当于

“whose+名词”引导的定语从句。

4.“the+形容词比较级(最高级)+ of + which/whom”引导非限制性定语从句

There are two buildings, the larger of ______________ stands nearly a hundred feet height。

这儿有两座建筑物，较大的那一座几乎有100英尺高。

三、限制性定语从句中，关系词可以省略的几种情况。

1.定语从句的先行词在定语从句中作宾语时，关系词通常省略。

I have taken with me the two books (that/which) you asked me to return to the City Library。

我把你要我送还给市图书馆的那两本书带走了。

2.先行词是way, reason, time, place等且它们在定语从句中分别作方式、原因、时间和地点状语时，其后定语从句的相应关系词that/in which, why/that, when, where等可以省略。

The way (that/in which) you look at the problem is wrong.

你看待问题的方式是错误的。

3.由and, but, or等并列连词连接两个或两个以上的定语从句修饰同一个先行词时，第一个关系词可以省略，但第二、三个一般不可以省略。

The reason (why/that) he wanted to sell his house was that he needed a lot of money for his operation.

他想卖掉房子的原因是他的手术需要很多钱。

Step 3 课后巩固

用关系代词和关系副词填空。

1. She and her family bicycle to work, _________ helps them keep fit.

2. Kale, _________ sister I shared a room with when we were at college, has gone to work in Australia.

3. Self-driving is an area _______ China and the rest of the world are on the same starting line.

4. In 1963 the UN set up the World Food Program, one of _______ purposes is to relieve worldwide starvation.

5. Many young people, most of ______ were well-educated, headed for remote

regions to chase their dreams.

6. We will put off the picnic in the park until next week, ____ the weather may be better.

7. It is a truly delightful place, ________ looks the same as it must have done 100 years ago with its winding streets and pretty cottages,

8. O pposite is St. Paul’s Church, ______________ you can hear some lovely music.

9. He wrote many children’s books, nearly half of ____ were published in the 1990s.

10. As the smallest child of his family, Alex is always longing for the time _________he should be able to be independent.

Unit 1 CULTURAL HERITAGE

Reading for Writing 导学案

【学习目标】

1. To acquire some features about a news report by reading the text.

2. To write a summary about a news report properly using some newly acquired writing skills in this period.

3. To absorb some language points concerning the topic.

【学习重难点】

1. To have a good understanding of how to a summary about a news report

2. To write a news report properly and concisely.

【学习过程】

一、自主探究

Step 1 Lead in

Do you think it is necessary for us to circulate our cultural heritage to the world? Why or why not?

Do we need to learn more about other countries’ cultural heritage? Why or why not?

Step 2: Read to discover details concerning the main body of the news report Read the news report and then solve the questions below.

1. What are the researchers and scientists trying to do?

2. What modern technology are they using?

3. Why are so many people interested in the Mogao Caves?

4. What do you think of the researcher's opinion in the last paragraph?

Step 3: Study the organization and language features

1. Read the news report again and find these parts.

A. Lead sentence

B. Direct quote

C. Paraphrase

D. Background information

E. Reporting verbs

F. Words to show comparison and/or contrast

2. Underline the relative clauses that the writer uses to identify the following.

A .things

B. people

Step 4: Post reading for further summary and understanding

1. Why does the write use the quote in the report?

2. Explain your und erstanding of the sentences: “Appreciating one’s own cultural heritage is very important for understanding ourselves. Appreciating the cultural heritage of other countries is very important for international communication and understanding.”

二、实践研究

Step 5 Use what you have learnt to write a news report

1. Write a news report about Li Hua who works to protect our cultural heritage using the following notes and you can add details to make the news report more concise and detailed.

?Name: Li Hua

Place: Xi’an

Profession: a senior high school teacher

?wants to preserve cultural heritage:

?protect old houses

?takes photos of old buildings

?helps repair buildings

?looks for cultural relics

? interviews old people

? shows cultural relics to the public

? writes abou t the buildings …

2. Writing Strategies

①The Headline

(Lead sentence) Write a title to get readers’ attention.

Tell the readers who, what, where, and why.

(Tell the reader the facts, details, examples, etc.)

③Explain what the person or group does.

Use relative clauses.

Use quotes and paraphrases.

④Ending

End with a short summary to help the readers remember the main idea.

3. Your version:

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Unit 2 Wildlife protection

Listening and Speaking ＆Listening and Talking 导学案

【学习目标】

1. To understand the content of listening texts in terms of using visuals to predict content.

2. To guess the meaning of words in listening; discuss with their peers how to save endangered wildlife and help wildlife in their neighborhood.

3. To use functional sentences of the dialogue such as “I am concerned about…” “What do you know about the endangered animals in…” and so on to talk about one of the endangered animals.

【学习重难点】

1. To understand the content of listening texts in terms of using visuals to predict content.

2. To use the functional items of proper languages to make a dialogue to talk about the related topics properly.

【学习过程】

Part 1: Listening and Speaking

Step 1: Lead in

What messages do these posters share?

____________________________________________________________

Step 2: Prediction

Predict what the listening text is about by looking at the pictures.

Some animals are_____________ and _________ we can do to protect them from being extinct.

Listening tip: use visuals to predict content.

Before listening, look at the pictures, videos, charts and other visuals to help you predict.

Step 3: Summary of the main idea

1. Finishing listening to the first part of the tape, and then the students need to solve the following tasks.

Fill in the blanks while listening

Our planet’s ____________ is dying out at an alarming rate. Between 150 and 200 species are becoming ___________ every day. This mass extinction is caused by hunting, habitat _________and pollution. We must make people aware of the problem and help_______ the endangered wildlife before it’s too late!

2. Play the second part of the tape and listen and answer the following questions:

1) How many elephants are killed on average every day? _______________

2) What did Prince William say about China?

China can become a _________________in wildlife protection.

3. What does “change begins with you” mean?

_________________________________________________________________ ________________________________________________________________

Step 4: Speaking Project

(Page 15) In pairs, discuss their present situation, and then talk about one of the animals in the photos below.

_________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Part 2: Listening and Talking

Step1：Listen to the tape, for the first time, and then ask the students to solve the following tasks.

Choose the right ending for each sentence.

1. Binoculars______________

2. Build bird feeders_______________

3. Use a bird field guide________________

4. Put paper cut-outs on windows_________________

A. in order to identify birds

B. so that birds do not crash into them in order that...

C. to make sure that birds have enough food

D. are used for watching birds from far away

Listen and answer the questions.

1. Who are the teenagers?

_______________________________________________________________

2. Where are they?

_______________________________________________________________

3 .What are they doing?

_______________________________________________________________

4. Why are they doing it?

_______________________________________________________________

Step 2: Listen again and use the phrases you hear to fill in the blanks.

Expressing purposes

This is used for.../so as to…/in order to/ He has done it so that… /in order that…

1. They got up early _____________search for wild birds.

2. I’ve brought a field guide ___________we can look up the birds we see.

3. My dad gave me the binoculars ______________we can see the birds better.

4. Bird watching clubs clean up habitats build bird feeders, and put paper cut-outs on windows ________________protect birds.

Step 3: Speaking Project

Work in groups. Think of the wildlife in your neighborhood and their needs. What can you do to care for them? Find out the solutions. Role-play a dialogue with your peers.

______________________________________________________________

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ___________________________________________________________________

Unit 2 Wildlife Protection

Reading and Thinking 导学案

【学习目标】

1. To learn some information about the present situation of the wild animals and the effort made to protect the wild animals.

2. To learn to recognize the important reasons to protect the animals in danger and help them to realize that saving the wild animals is saving human beings.

3. To sense the importance of saving the animals in danger and the necessity of protecting the earth.

【学习重难点】

1. To understand the main information and text structure of the reading text.

2. To consolidate the reading skills like skimming and scanning for details. 【学习过程】

Step 1: Warming up and prediction

1. Let’s look at some animals, and discuss what they have in common.

2. Guessing game: what kind of animal is it?

It is__________________.

3. Watch a video about antelopes and talk about the feelings about the video.

Step 2: Fast reading tasks

Read the passage quickly to solve the following questions.

(1)Why did the author come to Tibet?

(2)Why did the population of antelopes drop so badly in the 1980s and 1990s?

(3)What was done to protect the Tibetan antelopes?

(4)Why should we continue the protection programs of the antelopes?

(5)What can we do to save the planet according to the author?

Step3: Scanning reading tasks

Read the passage and fill in the blanks.

Title: A DAY IN THE CLOUDS

Paragraph 1 We come here to observe Tibetan (1) _________.

Paragraph 2 I’m (2) ______by their beauty and also reminded of the danger they are in.

Paragraph 3 My guide works at a nature reserve, which is a (3) ______for animals and plants.

Paragraph 4 In 1980s and 1990s, the population (4) ________because of people’s activity.

Paragraphs 5&6 The government placed it under national (5) _________and its population recovered.

The protection programs will continue.

Paragraph 7 We must change our way of (6) __________. Only when we learn to (7) __________in harmony with nature can we stop being a (8) ______to wildlife and to our planet.

Step4: Consolidation

1. Read quickly and figure out the main idea of each paragraph.

Paragraph 1:

Paragraph 2:

Paragraph 3:

Paragraph 4:

Paragraph 5:

Paragraph 6:

Paragraph 7:

2. What does the author experience in the clouds?

Things the author sees:

Things the author hears:

Things the author feels or thinks:

Step 5: Critical thinking:

What’s the purpose of this article?

Step 6: Summary

Step7 Homework:

Review what we have learned and find out the key language points in the text.

答案

Step 1: Warming up and prediction

1. Let’s look at some animals, and discuss what they have in common.

They are endangered animals.

They are being hunted by some illegal hunters for money.

They should be well protected now.

They are cute and beautiful…

2. Guessing game: what kind of animal is it?

It is good at running and jumping.

最新人教版高中英语必修二全册学案(全册 共110页)

最新人教版高中英语必修二全册学案（全册共110页） 目录 Warming-up and reading Learning about Language Using Language Writing Unit 2The Olympic Games Warming-up and reading Learning about Language Using Language Writing Unit 3Computers Warming-up and reading Learning about Language Using Language Writing

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